Inspiring teachers: verb or adjective?: an exploration of professional development tools in rural Uganda

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Abstract/Contents

Abstract: This case study explores the use of structured lesson guides designed to support teaching by Grade 5 mathematics teachers in a rural district of Uganda. Focus groups and interviews revealed that teachers perceived them as a useful professional development tool, and lesson observations found that student engagement increased. In line with the Theory of Professional Development and Teacher Change, (Guskey, 1986) participant teachers adopted new practices after observing the lesson guide’s impact on students. Recommendations are made to incorporate pedagogical content knowledge to support the delivery of the curriculum in a comprehensible way to students.

Author	Fortet, Jennifer

Subject	Professional development
Subject	Structured lesson guides
Subject	Pedagogical content knowledge
Subject	Uganda
Subject	Mathematics teachers
Subject	Nonprofit organizations
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Text

DOI	https://doi.org/10.25740/nm939jg9476
Location	https://purl.stanford.edu/nm939jg9476

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Fortet, J. (2022). Inspiring teachers: verb or adjective?: an exploration of professional development tools in rural Uganda. Stanford Digital Repository. Available at https://purl.stanford.edu/nm939jg9476

Graduate School of Education International Comparative Education Master's Monographs

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